Transcription

1 33 Grade Eight United States History and Geography: Growth and Conflict Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis on America s role in the war. After reviewing the development of America s democratic institutions founded on the Judeo- Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture, and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course, and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions. 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. 2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as all men are created equal, that they are endowed by their Creator with certain unalienable Rights ). 3. Analyze how the American Revolution affected other nations, especially France. 4. Describe the nation s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact. 33

2 34 GRADE EIGHT 2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence. 3. Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause. 4. Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution. 5. Understand the significance of Jefferson s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. 7. Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights. 8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. 1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed. 2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states. 3. Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution s clauses on interstate commerce, common coinage, and full-faith and credit. 4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt). 5. Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays Rebellion, the Whiskey Rebellion). 6. Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). 7. Understand the functions and responsibilities of a free press.

3 GRADE EIGHT Students analyze the aspirations and ideals of the people of the new nation. 1. Describe the country s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents. 2. Explain the policy significance of famous speeches (e.g., Washington s Farewell Address, Jefferson s 1801 Inaugural Address, John Q. Adams s Fourth of July 1821 Address). 3. Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law). 4. Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper). 8.5 Students analyze U.S. foreign policy in the early Republic. 1. Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace. 2. Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War. 3. Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). 2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay s American System). 3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). 4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.

4 36 GRADE EIGHT 5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann s campaign for free public education and its assimilating role in American culture. 6. Examine the women s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). 7. Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow). 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. 1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin. 2. Trace the origins and development of slavery; its effects on black Americans and on the region s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). 3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War. 4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South. 8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. 1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). 2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees Trail of Tears, settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. 3. Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869). 4. Examine the importance of the great rivers and the struggle over water rights. 5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.

5 GRADE EIGHT Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. 8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass). 2. Discuss the abolition of slavery in early state constitutions. 3. Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River. 4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California s admission to the union as a free state under the Compromise of Analyze the significance of the States Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858). 6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities Students analyze the multiple causes, key events, and complex consequences of the Civil War. 1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. 2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. 3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. 4. Discuss Abraham Lincoln s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his House Divided speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). 5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

6 38 GRADE EIGHT 6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee s surrender at Appomattox. 7. Explain how the war affected combatants, civilians, the physical environment, and future warfare Students analyze the character and lasting consequences of Reconstruction. 1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions. 2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers). 3. Understand the effects of the Freedmen s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and Jim Crow laws. 4. Trace the rise of the Ku Klux Klan and describe the Klan s effects. 5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. 1. Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map. 2. Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization. 3. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. 4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford). 5. Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). 6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

7 GRADE EIGHT Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism. 8. Identify the characteristics and impact of Grangerism and Populism. 9. Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).

Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your

Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies

The Civil War and Reconstruction (1850-1877) Instructional Plan Support Standards for Grades 5-12 (1) Students will understand how the North and South differed and how their economic systems, politics,

History 11-U.S. Colonial History Final Study Guide-Chronology Hopi and Zuni tribes establish towns 900-1200 Columbus first voyage to New World 1492 Jamestown founded 1607 First black slaves arrive in Virginia

Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider

Grade 4 Module Where People Live This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Matters This module may be used at the start of the

Name Period Teacher Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide 1. How did the earliest people migrate to North America? 2. How did Native Americans use the environment around

8th Grade U.S. History STAAR Study Packet. NAME: HISTORY TEACHER: Complete the activities using your STAAR Review Sheet. Once you finish an assignment, check your answers by using the answer key provided

United States History I CP Social Studies Department North Brunswick Township High School Written by Elisa DePasquale, Social Studies Teacher Approved by Aaron Speller, Supervisor of Social Studies August

Unit 5 Study Guide 1. What did the Northwest Ordinance establish? Process for a territory to become a state 2. Why was the Whig Party primarily created? Oppose Andrew Jackson s policies 3. What was the

4 th Grade Social Studies UNITED STATES HISTORY Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands

8th Grade Social Studies Standards Crosswalk UNITED STATES HISTORY 1760 1877 The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction

A Correlation of Grades 6-8, Realize Platform To the Massachusetts History and Social Science Curriculum Framework Introduction This document demonstrates how, meets the, History I, II. Citations are to

GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

Fourth Grade United States History Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands (history,

U.S. History Chapter 14-15 Millionaire Review #1 Which of the following best describes the cotton gin s contribution to industrialization? Created jobs for A: B: immigrants Lowered price of cotton in South

History Facts 1. 1607 The year Jamestown was founded as the first permanent English settlement in the Americas 2. 1620 The Mayflower Compact helps establish the idea of self-government and majority rule

The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. a. Explain the impact of the Industrial

Standard VUS.6a The student will demonstrate knowledge of the major events from the last decade of the eighteenth century a) explaining the principles and issues that prompted Thomas Jefferson to organize

What Are The Texas Essential Knowledge and Skills (TEKS)? Eighth Grade U.S. History to 1877 SAISD Social Studies Department 406 Barrera Street San Antonio, Texas 78210 SAISD Social Studies Department Page

Unit Three: Jackson, Reform, and Sectional Strife 1820-1877 AP US History Unit 3 Overview OVERVIEW OF TIME SPAN: First, we will look at Andrew Jackson and the development of the 2 nd Party System. Andrew

Crossings Christian School Academic Guide Middle School Division Grades 5-8 Eighth Grade Social Studies Chapter : Early Exploration of the Americas How do new ideas change the way people live? Why do people

Arizona Academic Content Standards for Social Studies, History (Grades 6 8) ESSENTIALS (Grades 6-8) Students know and are able to do all of the above and the following: 1SS-E8. Demonstrate and apply the

8 th Grade United States History Curriculum Map Course Description: Eighth Grade: M/J U.S. History The eighth grade social studies curriculum consists of the following content area strands: American History,

KINDERGARTEN History-Social Science Content Standards Learning and Working Now and Long Ago Students in kindergarten are introduced to basic spatial, temporal, and causal relationships, emphasizing the

Answer is A Major Era 1 Exploration and Colonial Era 1492-1763 Exploration Reasons for exploration: Religion (God) Wealth (Gold) Fame and International recognition (Glory) Leads to discovery of North America

UNIT 5: ROAD TO CIVIL WAR, THE WAR, AND RECONSTRUCTION I. A HOUSE DIVIDED (1840-1861) A. Fruits of Manifest Destiny What were the major factors contributing to U.S. Territorial expansion in the 1840 s?

Major Era 1 Exploration and Colonial Era 1492-1763 Exploration Reasons for exploration: Religion (God) Wealth (Gold) Fame and International recognition (Glory) Leads to discovery of North America and eventually

The Americans (Reconstruction to the 21st Century) Chapter 4: TELESCOPING THE TIMES The Union in Peril CHAPTER OVERVIEW Slavery becomes an issue that divides the nation. North and South enter a long and

Name Class Date Chapter Summary COMPREHENSION AND CRITICAL THINKING Use information from the graphic organizer to answer the following questions. 1. Recall What caused the sectional controversy that led

A Correlation of 2016 to the for Introduction This document demonstrates how Pearson, 2016 meets the for History, Grades 6, 7, 8. Pearson is excited to announce its NEW program for middle grades! The program

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government

All Possible Questions You Will Find in Reading Quiz A These questions are used as quizzes. These questions are also 1/3 of the questions for the objective part of the Exam that ends Unit 1, with the other

DRAFT SOCIAL STUDIES United States History United States History The high school United States history course provides students with a survey of major events and themes in United States history. The course

Prentice Hall Grades 9-12 African-American History 2006 C O R R E L A T E D T O for High School US History 1850-Present Grades 9-12 UNITED STATES HISTORY 1850 to the Present High School The focus of the

120 American History Facts Exploration and Colonization 1. Magna Carta - signed in 1215 by King John, it was the first document that began to limit the absolute power of the king over the citizens of England.

Super STAAR 130 Facts Just the Facts! 1. Mercantilism is an economic system in which the mother country controls the trade of its colonies. 2. The following colonies were established for religious freedom:

Immigration German immigration: Rising land costs, overcrowding, and political instability Settled in Midwest to farm Irish immigration: Great Hunger (potato famine) Settled on East Coast for industrial

HPISD CURRICULUM (SOCIAL STUDIES, UNITED STATES HISTORY) EST. NUMBER OF DAYS:5 DAYS UNIT NAME Unit Overview UNIT 1D: REVIEW: US HISTORY TO 1877: CIVIL WAR Students will understand the events that led to

Mr. Meighen AP United States History Summer Assignment AP United States History serves as an advanced-level Social Studies class whose purpose is to analyze the history and development of the United States

Unit Connecting Themes in Fourth Grade Social Studies (Unit 1) *In this unit students will be introduced to the unit connecting themes of: Beliefs and Ideals Conflict and Change Distribution of Power Individuals,

United States History Teacher s Guide WALCH PUBLISHING Table of Contents To the Teacher.......................................................... vi Classroom Management.................................................

Grade 8 Social Studies and -M Fall 2012 by Objective TEKS: 8.2: History. The student understands the causes of exploration and colonization eras. Objective: 1(A) Identify reasons for European exploration

1 In the late 1800s, southern state governments used literacy tests, poll taxes, and grandfather clauses to (1) ensure that only educated individuals voted (2) require African Americans to attend school

Learning Objectives Test 1 1. Discuss the rivalry between Spain and England in the 16 th century. 2. Examine the English migrations to North America. Who was coming, why were they coming, and where were

1. Jacksonian Democracy was based primarily on the principle that A) all Americans should be allowed to vote B) more Americans should become involved in politics C) the two party system needed to be modified

United States History 1607-1865 Standards 1-3 Colonial Period Virginia Jamestown, Virginia was founded in 1607 First permanent English settlement in North America A corporate colony, founded by the Virginia

George Washington Information to be included: 2 Facts (ONLY) BEFORE Washington was President, including place of Election facts events of and surrounding his nomination and election to the office of President,

The Americans (Survey) Chapter 7: TELESCOPING THE TIMES Balancing Nationalism and Sectionalism CHAPTER OVERVIEW American leaders devise a farsighted policy of improvements as North, South, and West develop

Civil War and Reconstruction in Georgia SS8H6: The student will analyze the impact of the Civil War & Reconstruction on Georgia. Setting the Stage for War Many events led to the Civil War in the U.S. Events

Cypress-Fairbanks I. S. D. 1 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The A Explain when,

THIS IS A TRADITIONAL & OPTIONAL ASSIGNMENT IT MUST BE PRINTED AND COMPLETED IN INK! Name: Class Period: Due Date: / / Guided Reading & Analysis: The Age of Jackson, 1824-1844 Chapter 10- Era of the Common

History and Geography (H,G) Geography- Why do people move?, How does a region s geography, climate, and natural resources affect the way people live? What information and stories do maps and globes tell?

Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades

A SELECTION OF PAST AP U.S. FREE RESPONSE QUESTIONS: Part 1: Colonial Period to Civil War Colonial Times 1607-1775 1. From 1600-1763, several European nations vied for control of the North American continent.

I. An Overview 1. The Civil War (1861-65) was a social and military conflict between the United States of America inthe North and the Confederate States of American in the South. 2. Two immediate triggers:

Title of Unit: Colonial Foundations of the American Nation Content Area: US HISTORY I Grade Level: 10, 11 Big Idea: Political, economic, social and environmental factors contribute to the growth and distribution